Parts of the Pot/Shape Designs for Making a Pinch Pot

Pinch Pot Lesson Salt and Pepper Shakers

Name: ____________________ Period _______

Instructor: Makely                                               

     

   Pinch Pot Assignment and Overview

The potter's wheel did not appear in history until only a short 4,000 years ago. Prior to that, pinch and coil construction methods prevailed as the main ways clay was formed by man.

What is the value of creating pinch pots today? What types of pottery can pinching produce? How are pinch pots created?

1. The Value of Creating Pinch Pots

Producing pinch pots is the most direct method people have of interacting with clay. We push, and the clay responds. We pinch, and again the clay responds. We can learn a huge amount simply through the experience of directly modifying the clay's form. It is a great way to introduce a person to clay.

Pinching clay can teach us tactile sensitivity. Through this process, we more easily learn to rely on our fingers to tell us information about the clay. We can develop a kinetic awareness of form and of the thickness of walls and floors.

This tactile awareness will enhance our pottery skills across the board. Through creating pinch pots, we can continual refine our ability to work by touch, rather than by sight alone.

2. What Type of Pottery Can Pinching Produce?

Although there are exceptions, most pinched pottery is less than six inches in diameter. Pinch pots can range from chunky, substantial pieces to very thin-walled and delicate pieces. Pinch pot vessels can be decorated in many ways, but there does seem to be an added affinity between pinch pots and burnishing, a method to bring a gloss to unglazed pieces.

Pinching isn't just for vessel forms, however. Many clay whistles and pipes are made through the pinching method. Sculptural forms are also possible. One of my personal favorites, especially when just relaxing, is to make little pinch pot animals.

Pinch pots may be small, but they allow our creativity full rein. Our imaginations are the limit.

3. The Physics of Pinch Pots

Do you remember the adage from physics that goes "an action will produce an equal and opposite reaction"? In working with clay, this means that the clay will move away from pressure.

How the pressure is applied directly affects how the clay responds to it. After opening the clay, the tip of the thumb is used on the lower part of the interior of the pot. That pushes the clay at the bottom outward, widening the pot's floor, without having the entire ball of clay flare outward.

By working with controlled pinches, you can control the shape of the pot. If you pinch indiscriminately, without thinking about how the clay will react and where it will move, you will loose control.

4. Pinching Tips

Here are some pointers for creating pinch pots:

• work in a spiral from bottom to top

• use the tip of your thumb on the interior, while supporting the exterior with your other hand

• minor stretch cracks can be left as a textural effect, if desired

• deep cracks should be welded immediately using a tiny amount of slurry or slip

• rims can be left untrimmed or they can be trimmed with a potter's needle when the pot is leather-hard

• the pot can be smoothed, or even burnished with a wooden rib, when the pot is leather-hard.

 

Rubric and Requirements: You are going to create two sets or salt and pepper shakers using Pinch pot construction. You will also be  using techniques such as paddling, burnishing, carving, appliqué, and imprinting.  Each pot is no larger than .50 pounds, (½ the size of your fist) unless you are going to add a base as part of your design. Explore the internet and see all the possible designs that you can come up with.  Bring in images and attach them on the inside of your sketchbook before you began. 3 drawings or 3 images will be part of the sketchbook grade.    ____________ /60 points possible for sketchbook.          Sketchbook is Due: _________

Tips for creating your two sets or salt and pepper shakers.

Pay attention to the form, size, foot and lip –design and decoration is your choice.

Parts of the pot

Evaluation

Part 1 – For 15 points answer the following:                                                   POINTS EARNED: ___         

Answer the following questions in your sketchbook.

1.     Identify and describe which set is you’re best or favorite.

Explain why. 

2.     Identify your weakest finished clay piece.  

Share two ways that it could be improved.

a.     

b.     

3.     Define or explain the following clay terms:

a.     Wedging

b.     Green ware

c.     Bisque ware

d.     Pinch pot

e.     Draw out a pinch pot and identify the foot and lip.

f.      Slip and scoring

g.     Bone Dry

4.     In your own words please answer the following three questions

a.     What is the value of creating pinch pots today?

b.     What types of pottery can pinching produce?

c.      How are pinch pots created?

Part 2: Evaluating your two sets of green ware clay pieces.

Use this scale.                        90-100= weak/poor             115 = average           120 = strong                  125 = very strong

First set of salt and pepper shakers

Appropriate wall thickness for size + Aesthetic quality of form/design + foot and lip= _______/125

Second set of salt and pepper shakers with base or plate

The Idea  + the form + wall thickness + Aesthetic quality of the form/design= _____/125

Total points earned on Pinch Pot Assignments:  _________________________________ /250

Modified Pinch Pot lesson for Special Education and pera

Ceramics I

Pinch Technique: Creating a Single Opening Pinch Pot

Modified Assignment for Special Education

Name: _______________________________________________________________ Period: _______

TO MAKE A SINGLE OPENING PINCH POT:

1. Form a ball of pre-wedged clay by rotating and pressing together a fist size chunk of clay.

2. Insert thumb into center of ball without pushing through the bottom.

3. Lightly pinch with thumb on inside and fingers on outside as ball is rotated in opposite hand.

4. Continue pinching until desired shape is acquired.  The walls should not be thicker than your thumb.  

5. If clay is too dry, cracks will appear.  Apply slip to cracks and blend.  

6. If clay is too wet, the form may be weak.  Place in plastic bag overnight to let set slowly.

7. When finished, walls should be relatively thin, but not so that the piece collapses.  

8. Texture and designs can be added to the surface by impressing, adding features, or carving.  

9. Also, the piece does not have to be left in a radial design, it can change shape simply by pinching into another form, i.e., a square or star.

FOR THIS PROJECT:

·         Create a single opening pinch pot that showcases something about YOU and your interests. 

·         Incorporate areas of TEXTURE through impressing, adding clay, or carving. 

·         Develop the composition from ALL ANGLES!

·         Follow the guidelines laid out in the following grading rubric. 

Grading Rubric:

Directions & Techniques: (25 pts)

Student Grade _____

Teacher Grade _____

• Followed all project directions and requirements (name and period carved on bottom of piece, incorporated

pattern or texture on surface).

• Used appropriate building techniques (even & consistent wall thickness throughout: max pinkie-width)

Composition & Creativity: (25 pts)

Student Grade _____

Teacher Grade _____

• Final composition is highly developed and unified

• Interesting from all angles

• Showcase a high level of creativity in texture/design/form, not overly simple or plain

Craftsmanship: (25 pts)

Student Grade _____

Teacher Grade _____

• High level of craftsmanship

• Everything (surfaces, details, connections/scoring & slipping) is done in a neat and clean manner

• No extra marks, gashes, remnants, or cracks

Participation, Effort, Attitude: (25 pts)

Student Grade _____

Teacher Grade _____

• Student worked every day for the entire period without a reminder

• Cleaned up adequately and at the appropriate time each day

• Too responsibility for their project, work area, and respected the projects and work areas of others

Pottery 1 Course Description

Course Description

Pottery and Sculpture is a foundation course that emphasizes applying the elements of art and the principles of design to create functional or nonfunctional three dimensional works of art which communicate an idea, feeling or message. Clay will be the primary medium but additional sculptural materials will be used. Some of the assignments will provide students with the opportunity to develop and refine techniques and processes introduced in art classes at the elementary or middle school level, while other assignments will introduce new and more advanced conceptual ideas and technical skills. Assignments are flexible and often provide choice to allow all students the opportunity to continue development from whatever level they enter the class. Students will be educated as artists and as viewers of art.

Essential Questions     How do potters and sculptures communicate an idea, feeling or message to the viewer?   How does a potter or sculpture use the elements of art and principles design to organize a work of art?  How does a potter or sculptor safely and responsibly use materials, tools, processes and technology in creating a well – crafted work of art? How does art history and culture relate to the creation of a three- dimensional work of art? How are similarities and differences defined among works of art?

Essential Learning Interprets and applies intended meaning of visual images, themes, and ideas in three – dimensional art. Demonstrates beginning skill level and knowledge of elements of art and principles of design in a variety of ceramic and sculpture media. Demonstrates beginning skill level and knowledge in use of materials, techniques, technology, and safe practices. Analyzes the relationship between art history and culture and three – dimensional art Critically and objectively analyzes three – dimensional art using comparison and contrast The expectations, policies, and consequences of the Monarch Art Department support those found in the Student Handbook. The expectations, policies, and consequences have been developed to promote a positive, creative and productive learning environment. EQUIPMENT, MATERIALS, AND FURNITURE Students will be expected to do the following: use materials, tools and furniture safely and appropriately; to wash, to clean and to return all tools, equipment and materials to their designated area; and to clean their entire work space. PARTICIPATION/EFFORT Each and every student plays a vital role in establishing a friendly and respectful positive learning environment. Students are expected to actively participate in all art room activities. Whether working on studio projects, writing papers, critiquing art, working in groups, cleaning-up, participating in class discussions, etc., students are expected to use proper language and proper behavior. In appropriate comments, behaviors, gestures or noises, too much socializing, doing nothing and/or failure to assist in clean up will result in detention, parent contact and loss of participation/effort points. Each semester evaluation will include participation/effort points. ATTENDANCE Perfect attendance is strongly recommended. If you are absent, it is your responsibility to find out what you missed the first day that you return to art class. At that time, if there was specific work completed, establish a reasonable due date with your instructor. If you discover that you primarily missed work time, strongly consider attending “Open Studio” to obtain additional work time or if feasible, work on the project at home. Unexcused absences will affect your grade and can result in loss of credit.  Loss of credit will occur if absences are excessive! TARDIES You are expected to come to class on time. You have one free tardy per semester. DETENTION AND OTHER CONSEQUENCES Detentions are 15 minutes long. A detention can be served after school or during lunch within 3 school days. If not served within 3 days, it is written up as a discipline referral. Students in detention will be asked to do some sort of job in the art room, such as cleaning sinks, tables, etc. Other consequences for inappropriate behaviors include being asked to apologize, not being able to use equipment, not being able to sit with friends, time out, zero for the day or project, a discipline referral, etc. ART IMAGES/OBJECTS Working in a school environment does place some limitations on the images that can be used in your artwork.  Drug related imagery, gang, pornographic images, and /or symbols offensive to specific racial, ethnic, gender or religious groups will be considered inappropriate and unacceptable by the Monarch Art Department. Use of such images or symbols will result in detention, parental contact, and a possible discipline referral. ____________________________________________________________________________________________ Signature Page can be printed and returned back to Mrs. Makely the first week. I have read or been informed of the expectations, policies, and consequences for the Monarch Art Department. Please sign and return the cut off signature section with the $30.00 art fee. Checks may be written to the Monarch Art Department.                                      Student: ___________________________________________      Parent: _______________________________________